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Pages:
2 pages/≈550 words
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3
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 7.92
Topic:
Analyzing Critical Thinking and Problem-Solving
Essay Instructions:
Understanding the functions of the brain is of great value to all professionals involved in teaching, learning, and curriculum and instructional design. Professionals will be more effective in their efforts if they understand the development and processes of the brain and how to apply this information to their work. By understanding and effectively applying brain research, professionals will see growth in the learning of those they work to instruct or support. Creating learning experiences that allow learners to demonstrate critical thinking and problem-solving is essential for responding to real-world challenges and developing essential skills that apply across multiple settings.
Read the “TCH-520 Learning Scenarios,” and complete the “TCH-520 Analyzing Learning Scenarios” template with the following for each scenario:
Concerns: Identify at least four examples where the scenario fails to consider or demonstrate evidence of brain-based best practices for learning.
Critical Thinking and Problem-Solving: Revise at least two areas to incorporate or demonstrate critical thinking and problem-solving.
Experiential/Project-Based Learning: Add one example of how experiential, hands-on, or problem/project-based learning can be added to the scenario.
Bloom’s Taxonomy: Identify three areas where the learners can demonstrate higher levels of Bloom’s taxonomy.
Support your work with 2-3 scholarly resources.
Essay Sample Content Preview:
TCH-520 Analyzing Learning Scenarios
Scenario 1: New Hire Sales Training
Concerns
The training relies more on rat-based techniques, many of which are PowerPoint presentations accompanied by text-based handbooks, with few or no elements of active training.
As a synchronous large group format of discussions and feedback, the approach reduces the capabilities of offering unique input for individuals while providing support.
The actual use of incomplete real-world sales scenarios has yet to be integrated into the training process and, therefore, has less practical relevance.
Feedback is received last from the sales managers at the end of the training session, which does not allow for immediate correction and content(users)
Critical Thinking and Problem-Solving
Eliminate the traditional method of reading a handbook to provide real-life sales problems, forcing the new hires to think about the issues and develop possible solutions.
Organize problem-solving activities based on performing roles that require new hires to interact with different customers to support trainees as they develop the skills to think creatively.
Experiential/Project-Based Learning
Introduce an outgoing team sales project that requires participants to come up with and present the sales strategy of a pretend product so that after peer and team/manager crucible review of the presentations, participants can hone their sales pitches based on the feedback received.
Bloom’s Taxonomy
Analysis: Analyze various selling process types to define each type's advantages and disadvantages.
Evaluation: Critique how the salespeople conducted various sample sales pitches and how they could have been done better.
Creation: Create and record a sales presentation using persuasive appeals learned throughout the course.
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